Instructional strategies for content-area reading instruction

Students with reading disabilities in middle and high school grades need as sistance in content-area reading to integrate new information with their pr ior knowledge, to obtain important information from the text, and to rememb er what they have read. Thus, content area reading instruction is an import ant component of all secondary curricula and includes strategy instruction in word identification, vocabulary, and comprehension skills. The purpose o f this article is to present an overview of the components of content-area reading instruction and to describe instructional strategies that can be us ed to teach students with reading disabilities how to approach content area reading.